One of the thorniest aspects of teaching languages is developing students' vocabulary, yet it is impossible to be "an accurate and highly communicative language user with a very small vocabulary" (Milton, 2009, p. 3). Nation (2006) indicates that more vocabulary than previously thought is required to function well both at spoken and written discourse levels. With the recent spread and uptake of "Language Perfect"--"used by more than 1,000 schools around the world" (EducationPerfect, 2014), this paper reports on a trial study to explore how different approaches to vocabulary learning might affect vocabulary acquisition.